How Language Learning Strategies affect English Proficiency in Japanese University Students

Abstract

The major purposes of this study were(a)to explore which kinds of learning strategies are used by Japanese university students(b)to determine how language proficiency level relate to the use of language-learning strategy(c)to examine if there is a difference in strategy use associated with genderand (d)to offer implications for instruction in a Japanese university classroom. The self-report questionnaire concerning strategies―Oxfords(1990)The Strategies Inventory of Language Learning (SILL)version 7(EFL/ESL)in Japanese translated by Watanabe(1990) ―was used.The Test of English for International Communication (TOEIC)scores were used to measure studentsEnglish proficiency.The tests were conducted in a sample consisting of1951 -to 4 -year students from three different Japanese universities. Five factors are extracted from this study:Factor1Metacognitive-affective strategy;Factor2 Memory-compensation strategy;Factor3Social strategy;Factor4Cognitive strategy;and Factor 5Entrance-exam-measured strategywhich is the idiosyncratic factor among Japanese students. The significant correlation(p<.01p<.05)was found among Metacognitive-Affective strategy and Cognitive strategyand English proficiency.The negative correlation(p<.05)was found between Entrance-exam-measured strategy and English proficiency.There is a difference in strategy use associated with gender.Based upon these findingsthe researcher recommends that more training should be given in using Metacognitive-affective strategy and Cognitive-memory strategy by embed‑ ding them into regular classroom activities.

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